I'ACK 
NNEX 

S 

062  THE  COURSL  OF  STUDY  IN 

108 

THE   MECHANIC-ARTS 


ETHICAL  CULTURE  SCHOOL 

CENTRAL  PARK  WEST  AND  63d  ST. 
NLW  YORK  CITY 


March,  igog-iooo. 


.IFORNfA 
FACILITY 


Mechanic-Arts 


GENERAL  STATEMENT 

The  reader  will  undoubtedly  note  the  use  in  this  course  of 
the  term  "Mechanic-Arts."  Although  it  is  not  commonly  used 
in  this  sense  it  has  been  adopted,  after  careful  reflection,  as  the 
most  accurate  caption  that  can  be  given  to  that  department  of 
manual  work  that  uses  the  tools  of  the  mechanic.  Moreover, 
throughout  the  length  and  breadth  of  the  course  in  this  depart- 
ment, the  pupils'  experience  is  of  the  mechanic  or  artisan  type. 
The  term  "Mechanic-Arts,"  therefore,  has  been  adopted  as  the 
title  for  all  the  manual  work  that  is  conducted  in  the  shops  of 
the  school. 

One  other  introductory  word :  So  brief  a  statement  as  that 
which  follows  can  deal  only  with  the  most  important  and  funda- 
mental of  those  general  considerations  that  have  governed  the 
development  of  the  mechanic-arts  course  in  this  school.  There- 
fore, much  that  is  generally  understood  to  belong  to  the  forms 
of  manual  training  under  discussion  is  left  to  the  reader  to  supply. 

The  mechanic-arts  are  pre-eminently  the  tool  using  arts. 
Their  significance  in  the  school  is  in  direct  relation  to  the  part 
they  have  played  in  the  development  of  man  and  civilization. 
That  this  significance  is  great  is  clear  from  the  fact  that  the 
development  of  tools  and  the  tool  arts  is  wrapped  up  in  and 
closely  integrated  with  the  development  of  all  human  interests, 
achievements,  and  endeavors.  But  especially  germane  to  the 
question  of  the  educational  value  of  the  tool  arts  is  the  fact  that 
their  development  has  been  parallel  with,  and  a  cause  of  the 
development  of  the  most  fundamental  traits  of  human  nature  and 


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genius.  From  this  relationship  we  derive  the  two  fundamental 
considerations  from  which  alone  there  can  be  worked  out  ade- 
quately the  position  of  the  mechanic-arts  in  the  curriculum  and 
life  of  the  school;  namely,  on  the  one  hand,  their  subject  matter 
or  content;  on  the  other,  the  human  needs  to  which  the  bear- 
ing of  these  arts  on  life  work  and  the  social  structure  give  rise. 

An  adequate  working  conception  of  the  function  of  the  tool 
arts  in  the  school  must  recognize  and  give  just  consideration  to 
both  the  motor  and  idea  sides ;  to  the  technical  and  social  content ; 
to  the  craft  and  mechanic  aspects ;  to  the  art  and  the  science  of  the 
workshop  of  industry;  and,  finally,  the  industrial  and  humanistic 
significance  of  work. 

Both  in  the  conception  and  practice  of  the  work  the  trouble 
has  been  in  the  omission  of  important  factors  and  in  the  emphasis 
of  some  at  the  expense  of  others.  The  great  practical  problem 
is,  therefore,  to  see  to  it  that  all  motor  activity  is  enriched  with 
the  idea  and  image ;  that  all  technical  power  is  balanced  by  social 
insight;  that  genius  both  of  the  mechanic  and  craftsman  order 
be  given  due  respect;  that  both  the  art  and  science  of  the  con- 
structive arts  be  represented ;  and,  finally,  that  not  only  the  prac- 
tical and  industrial,  but  also  the  humanistic  quality  of  tool  work 
be  instilled  through  the  workshop  of  the  school. 

Improvement  in  the  general  practices  of  the  tool  arts  in 
schools  requires  that  further  progress  be  made  along  the  follow- 
ing lines:  first,  in  respect  to  the  scope  of  the  subject  matter,  and 
the  concrete  forms  to  adequately  convey  and  express  this  con- 
tent; second,  in  regard  to  securing  more  vital  relations  between 
the  work  and  the  needs  at  different  ages;  and,  finally,  in  regard 
to  methods  of  presentation. 

In  addition  to  what  has  already  been  stated  in  regard  to 
the  scope  of  the  mechanic-arts,  it  remains  but  to  mention  that 
we  are  coming  to  a  point  where  even  the  industrial  and  eco- 
nomic factors  are  being  considered  in  a  spirit  that  speaks  well 
for  the  growing  freedom  from  tradition.  To  the  extent  that 
by  "the  industrial"  is  meant  a  general  intelligence  concerning 
the  life,  labor,  interests,  and  achievements  of  industry,  this  is 


substantial  progress.  To  the  extent  also  that  the  term  "eco- 
nomic" means  opportunity  to  participate  in  some  useful,  pro- 
ductive work  with  the  knowledge  that  it  is  meeting  some  real 
social  needs,  it  is  progress  toward  giving  the  pupil  what  is  his 
due.  There  is  little  danger  that  these  matters  will  be  over- 
emphasized as  our  schools  stand  at  present.  The  danger  is 
quite  the  opposite,  viz.,  that  they  will  not  receive  due  attention. 

The  significance  of  tool  and  constructive  work  to  different 
periods  of  child  life  is  a  problem  of  great  difficulty,  and  one  which 
must  continue  to  be  the  center  of  study  and  most  active  effort. 
In  both  the  Primary  grades  and  the  High  School  there  is  need 
for  technical  knowledge  and  power,  yet  there  is  a  difference  as 
to  the  degree  and  the  social  bearing  of  both.  There  is  something 
of  the  mechanic  and  craftsman  about  the  work  in  the  lower 
grades;  but  when  these  elements  are  met  with  again  in  the  high 
school,  they  possess  other  and  more  defined  characteristics  which 
call  for  special  treatment.  So  it  is  with  art  and  science  features, 
and  especially  with  the  social  aspects  of  the  work  which  in  the 
two  periods,  and  those  intermediate,  possess  important  differ- 
ences in  meaning.  A  survey  of  the  stages  of  development  reveals 
the  fact  that  at  first  the  racial  instincts  predominate  with  their 
corresponding  interests  and  tendencies  toward  expression,  while 
later,  interests  and  motives  become  more  individual  and  seek 
special  and  differing  forms  of  embodiment.  Our  endeavor  is  to 
conform  our  school  practice  in  the  mechanic-arts  to  this  line  of 
development 

In  the  Kindergarten  and  Primary  Grades,  the  tool  work 
contributes  with  other  forms  of  manual  work  toward  providing 
those  forms  of  motor  and  sensory  experiences,  and  those  foun- 
dations of  mental  life  through  clear  imagery  which  are  so  fun- 
damental in  the  needs  of  the  period.  The  submergence  of  the 
tool  work,  as  a  special  interest  within  the  general  interests  of 
the  grades,  is  a  necessary  recognition  of  the  undifferentiated 
condition  of  experience  at  this  time.  It  is  the  practice  to  take 
up  the  several  forms  of  manual  work  at  times  when  the  general 


class  work  requires  expression  in  one  or  another  form,  rather 
than  according  to  a  set  time  program. 

In  the  intermediate  grades  it  becomes  necessary  to  grad- 
ually differentiate  mechanic-arts  as  a  subject.  This,  of  course, 
places  the  greater  burden  upon  the  teacher  of  this  subject  to 
utilize  its  vital  historical,  mathematical,  scientific,  aesthetic,  and 
other  relations,  and  makes  the  need  of  correlation  between  sub- 
jects more  evident.  The  child's  growing  powers  of  observation 
and  analysis,  the  broadening  of  his  interests  through  the  en- 
largement of  his  social  environment,  and  his  awakening  curi- 
osity about  dynamic  phenomena  are  considered  proper  justi- 
fication for  the  attention  this  School  gives  to  the  physics  of 
mechanic-arts.  These  intellectual  and  social  interests  are  awak- 
ened and  satisfied  in  the  works  of  the  fifth,  sixth,  and  seventh 
grades. 

In  the  eighth  grade,  many  disturbing  elements — due  to 
the  rapid  pre-adolescent  changes — make  it  very  difficult  to 
determine  just  the  forms  of  work  that  it  is  wisest  to  provide. 
For  this  reason  the  outline  of  work  for  this  grade,  as  given 
below,  is  to  be  considered  tentative.  It  is  not  a  question  of 
giving  up  manual  work  altogether  in  this  grade,  but  rather  a 
question  of  meeting  in  a  suitable  manner  the  growing  diversity 
of  interests  and  capacities.  It  is  possible  to  recognize  among 
the  boys  of  this  age  two  types  of  manual  workers — mechanic 
and  non-mechanic.  One  group  displays  progressive  aptitude 
for  the  use  of  tools,  while  the  other  shows  no  such  native  bent 
or  interest.  The  manual  needs  of  both  types  must  be  met.  It 
is  here  that  printing,  and  also  photography,  being  of  a  less 
mechanical  nature  than  the  mechanic-arts,  find  an  important 
function  in  the  curriculum.  In  respect  to  printing  it  has  been 
satisfactorily  proven  that  it  will  give  a  new  lease  of  life  in 
manual  work  to  many  boys  of  the  non-mechanic  type  of  mind. 

It  should  be  mentioned  in  connection  with  both  printing 
and  photography,  that  in  regard  to  no  other  manual  work  does 
the  school  offer  such  good  opportunities  to  bring  out  the  pro- 
ductive and  economic  aspects.  The  products  of  both  have  a 


decided  economic  value  which  gives  to  the  work  a  kind  of 
seriousness  and  respect  that  has  been  lacking  in  too  much  of 
our  manual  work. 

The  problem  connected  with  the  mechanic  type  of  the 
eighth  grade  is  by  no  means  simple.  Just  at  present  the  arts  and 
crafts  side  of  tool  work  is  being  tried,  the  work  being  done  in 
co-operation  with  the  art  department.  In  some  classes  this 
form  of  work  proves  fairly  satisfactory.  In  others  there  is 
something  missing,  and  it  would  appear  that  a  distinctly  differ- 
ent type  of  work  is  needed.  Such  a  new  feature  might  be  called 
productive  and  experience  work,  and  might  be  characterized 
by  much  vigorous  tool  work.  Subdivision  of  labor,  co-opera- 
tive effort,  the  use  of  machine  tools  and  productive  methods, 
and  the  advantages  of  organization  would  all  be  used  to  the  end 
that  the  mind  become  well  stocked  with  images  of  technical  and 
constructive  matters ;  that  the  habit  of  working  effectively  be 
well  started ;  and  that  the  value  of  organization  and  method  in  its 
several  aspects  be  inculcated. 

The  work  of  this  grade  is  therefore  held  open  for  experi- 
mentation in  this  or  other  directions  which  it  may  seem  advis- 
able to  test. 

No  factor  affecting  the  value  of  manual  work  is  more  im- 
portant than  that  of  the  methods  of  presentation  and  the  teach- 
ing devices.  The  products  of  children's  tool  work  mean  nothing 
unless  the  methods  by  which  these  are  gained  are  known.  In 
the  conduct  of  the  tool  work  outlined  in  this  course  of  study, 
the  main  controlling  ideas  are: 

That  the  degree  and  quality  of  the  self-directed  work  result- 
ing from  the  methods  is  the  best  index  of  their  success. 

That  the  work  is  presented  by  means  of  selected  studies,  as 
indicated  in  grade  outlines,  rather  than  by  courses  or 
series  of  models.  As  a  result  all  motor  activity  is 
aroused  by  idea  and  image,  and  all  technical  power  ac- 
companied by  social  insight. 

That  all  studies  are  conducted,  as  far  as  possible,  by  means 
of  experiments  and  tests  in  such  a  manner  as  to  convey 


a  sense  of  their  being  real  problems  in  construction  and 
mechanics,  as  indeed  they  should  be  in  everything  but 
size. 

In  any  confined  city  school  the  problem  must  be  a  matter 
of  how  best  to  bring  in,  in  a  vital  and  realistic  sense,  something  of 
the  real  world  of  constructive  industry. 

While  a  course  of  models  as  exercises  is  not  considered 
necessary  or  desirable  in  order  to  provide  adequate  technical 
training  and  progression,  these  matters  are  given  careful  and 
constant  attention;  and  the  same  freedom  to  do  practice,  drill, 
and  test  work  that  is  exercised  in  other  subjects, — such  as 
mathematics — is  maintained  in  reference  to  shop  work.  The 
greatest  insistence  is  placed  upon  the  work  being  an  honest  pro- 
duction of  the  pupil  and  the  result  of  earnest  mental  and  physi- 
cal stress  and  effort  on  his  part.  It  is  not,  however,  considered 
necessary  for  one  pupil  to  perform  the  whole  of  a  given  piece 
of  work.  An  honest  contribution  serves  the  purpose.  In  the 
preparation  of  stock  and  in  giving  out  directions  for  work  as 
much  as  possible  is  left  to  the  initiative  and  ingenuity  of  the 
pupils. 

The  outline  of  work  given  below  represents  the  efforts  this 
school  has  made  toward  solving  the  problems  set  forth  in  the 
foregoing  statement. 

Outline  of  Course  in  the  Elementary  School 

KINDERGARTEN 

Wood  and  simple  tools  are  used  in  the  shops  to  make  toy 
furniture  and  simple  toys  of  various  kinds.  The  larger  mus- 
cular movements  are  involved. 

GRADE  I 

Individual  playhouses,  made  from  wooden  boxes.  Open- 
ings for  windows  are  sawed  and  framed,  and  roofs  are  added. 
The  houses  are  decorated  and  furnished  as  described  in  the 
Domestic  Arts  pamphlet. 

8 


In  connection  with  the  garden,  plant  labels,  garden  stakes, 
transplanting  sticks,  and  hot-bed  supports  are  made  in  the 
shop.  In  connection  with  the  seasonal  work  also,  shop  work 
is  involved  in  making  such  objects  as  crates  for  Thanksgiving 
contributions  or  wooden  objects  for  Christmas  gifts.  The  tools 
used  are  the  hammer,  saw,  plane,  and  bit. 

GRADE  II 

A  small  dugout  or  some  other  toy  suggested  by  the  cen- 
tral idea  of  the  grade  (primitive  life)  is  made  in  the  shop.  In 
the  shops  also  articles  for  the  garden  and  for  seasonal  use  are 
made  very  much  as  in  the  first  grade.  Each  year  some  general 
class  need  arises,  which  can  best  be  met  by  group  work,  such 
as  making  steps  or  trellises  for  the  garden.  The  different  forms 
of  manual  work  in  the  primary  school  are  so  closely  bound 
together  that  the  reader  should  turn  to  the  elementary  course  of 
study  to  gain  an  adequate  idea  of  this  feature  of  the  school's 
work. 

GRADE  III 

The  shop  work  of  this  grade  is  limited  for  the  present  to 
the  making  of  Christmas  gifts  and  certain  games  to  be  used  in 
connection  with  arithmetic.  Most  of  the  manual  work  is  related 
to  the  study  of  pioneer  life,  and  falls  within  the  departments  of 
Domestic  Science  and  Domestic  Art. 

GRADE  IV 

The  shop  work  for  this  grade  is  concerned  with  the  con- 
struction of  models  of  wagons,  sleds,  sleighs,  and  other  simple 
means  of  transportation.  Motive  is  given  the  work  by  the  study 
of  exploration  and  discovery,  which  occupy  the  attention  of 
the  class  in  its  history  and  geography.  Models  of  primitive 
forms  of  wagons,  sleighs,  and  boats  are  shown  the  class,  and  the 
primitive  methods  of  wheel  and  frame  construction  discussed. 
A  simple  form  of  sleigh,  sled,  or  wagon  is  made  with  some  care 
for  technical  methods,  and  later  the  child  is  encouraged  to  work 


out  other  forms.  A  beginning  is  made  in  this  grade  toward  de- 
veloping the  idea  of  the  working  drawing,  working  sketches, 
partly  freehand  and  partly  with  instruments.  Care  is  exercised 
with  reference  to  proportion  rather  than  exact  size. 

GRADE  V 

The  shop  work  in  this  grade  begins  to  deal  more  definitely 
with  instruction  in  the  use  of  tools.  A  higher  standard  of 
technique  is  now  required.  The  boys  are  drilled  in  the  use  of 
tools  and  in  proper  methods  of  work.  The  practical  problems 
are  of  such  a  nature  that  they  give  numerous  opportunities  for 
reviews  of  the  elementary  principles  which  will  apply  to  all 
work  in  future  years.  Special  stress  is  laid  on  the  methods  of 
getting  out  work  to  a  given  size.  This  brings  in  selection  of 
working  face  and  edges,  exact  measurement,  and  ability  to  plane 
and  saw  exactly  to  a  line.  Working  drawings  and  freehand 
sketches  are  made  as  aids  in  developing  images  and  clarifying 
ideas  concerning  the  work.  On  the  side  of  content,  the  work 
is  related  to  the  evolution  of  time-pieces.  Shadow  sticks,  quad- 
rants, sun-dials,  and  water  clocks  are  designed  and  constructed. 
Intensive  study  is  given  to  the  sun-dial  and  other  timekeeping 
instruments,  such  as  water  clocks,  weight  clocks,  and  modern 
spring  and  electric  clocks.  The  motive  of  this  study  is  histori- 
cal as  well  as  constructive,  and  the  value  placed  upon  time  is 
taken  as  an  index  of  the  degree  of  civilization  attained  by  the 
race. 

The  physics  and  mechanics  involved  in  the  various  forms 
of  timekeepers  is  the  beginning  of  industrial  mechanics,  which 
is  the  central  thought  in  the  shop  work  of  this  and  the  two  fol- 
lowing grades.  This  part  of  the  work  is  generally  finished  about 
the  month  of  April.  The  remaining  weeks  of  the  school  year 
are  spent  in  the  construction  of  games.  These  are  made  in  wood 
and  are  used  as  a  basis  for  a  thorough  drill  in  technique. 

GRADE  VI 

The  shop  work  of  this  grade  is  devoted  to  a  simple  study 

10 


of  industrial  mechanics  as  exemplified  in  building  construction 
and  seen  in  buildings,  bridges,  elevated  structures,  and  the  like. 
The  arrangement  and  kinds  of  material  used,  and  the  reasons 
for  the  same  are  considered.  The  simple  truss  is  studied,  and 
tests  are  conducted  to  demonstrate  the  value  of  such  arrange- 
ment, and  to  illustrate  the  various  strains  which  structures 
undergo.  Simple  bridges  and  similar  constructions  are  worked 
out  in  wood  and  Venetian  iron. 

In  the  truss  bridge  the  joints  furnish  an  entirely  new  prob- 
lem that  requires  careful  and  systematic  instruction.  The  value 
of  the  thought  side  of  the  work  is  brought  out  clearly  here  in 
the  experiments  which  demonstrate  the  function  of  the  joints,  and 
the  need  for  care  in  getting  them  exact.  In  the  Venetian  iron 
bridge  an  entirely  new  problem,  involving  the  use  of  new  tools, 
faces  the  class.  Pieces  are  joined  together  by  iron  binders  and 
rivets  instead  of  nails  and  dowels.  Working  in  this  new  medium 
and  by  methods  of  construction  which  are  in  practice  in  the  out- 
side industrial  world,  gives  the  boy  a  new  and  rich  experience.  In 
the  group  work  the  spirit  of  co-operation  is  brought  out,  the 
class  being  divided  into  groups  working  under  a  foreman. 
After  the  study  of  the  bridge,  the  principles  of  the  lever  are 
taken  up  and  applications  in  everyday  life  are  noted,  such  as 
scales,  both  primitive  and  modern,  for  weighing  goods.  Here, 
too,  as  in  Grade  V,  the  historical  aspect  is  dwelt  upon.  Note 
is  taken  of  the  facts  that  the  advance  of  civilization  has  in- 
creased man's  power  of  discriminating  variations  in  weight. 
The  study  of  the  lever  at  this  time  is  especially  valuable  as  an 
aid  in  the  study  of  proportion  and  the  equation  in  arithmetic. 

Various  methods  of  handling  heavy  materials  in  buildings 
and  commerce  are  also  considered.  This  involves  the  lever, 
truss,  the  pulley  and  axle,  and  the  inclined  plane.  This  work 
involves  review  in  the  elementary  wood-work  methods,  and  sys- 
tematic instruction  in  new  and  more  advanced  problems  in 
wood  and  metal  work.  As  in  the  grade  below,  working  draw- 
ings are  made  for  the  class,  and  both  mechanical  and  freehand 
working  drawings  are  made  by  the  boys. 

ii 


GRADE  VII 

In  this  grade,  the  practical  constructive  work  is  done  in 
connection  with  a  study  of  the  fundamental  problems  involved 
in  the  use  of  water,  wind,  steam,  and  electric  power  in  the 
development  of  industry.  This  requires,  on  the  one  hand,  a 
consideration  of  the  simple  mechanical  elements  in  these  power 
machines,  and  their  applications  to  various  industries;  and,  on 
the  other  hand,  practical  projects  for  construction  which  make 
direct  use  and  application  of  the  studies  made  by  the  class.  The 
chief  work  is  an  intensive  study  of  water  power  and  water 
wheels.  From  this  are  derived  the  principal  elements  of  physics 
and  mechanics  which  underly  the  operation  of  all  power  ma- 
chines, making  possible  a  more  rapid,  yet  intelligent,  considera- 
tion of  the  other  power  machines. 

THE  METHOD  OF  STUDY 

The  vital  interests  of  the  study  are  its  history,  physics, 
mechanics,  and  the  problems  in  constructive  design,  drawing, 
tool  work.  The  method  aims  to  consider  these  interests  in 
a  rational  order,  i.e.,  from  a  general  acquaintance  to  a  more 
particular  and  accurate  knowledge  of  the  mechanics  of  water 
power;  and,  in  a  way  that  will  give  the  pupils  first  hand  and 
real  experience  with  the  forces  and  problems  involved,  lead  to 
a  growth  of  imagery  from  the  ideas  considered,  and  so  make 
progressively  for  creative  thought,  and,  finally,  for  intelligent 
hand  work  at  the  bench. 

The  practical  shop  work  in  this  grade  calls  for  the  use  of 
both  wood  and  metal,  and  tends  to  add  to  the  boy's  fund  of  gen- 
eral mechanical  knowledge.  The  problems  in  both  mediums 
grade  excellently  well  with  the  work  of  the  previous  class.  Those 
engaged  in  wood  work  have  to  do  with  the  technical  methods 
of  laying  out  work,  and  the  tools  and  processes  involved  in 
cutting  straight  lines,  right  and  other  angles,  and  arcs  of  circles 
having  tangential  and  other  space  relations  to  each  other.  In 
both  wood  and  metal  work  methods  of  working  pieces  together 
which  have  common  dimensions  is  taught.  In  metal  work, 

12 


shearing,  filing,  sawing,  drilling,  shaping,  riveting,  and  solder- 
ing are  involved.  In  connection  with  the  study  of  machinery, 
the  idea  of  accurate  connection  with  revolving  wheels  and 
shafts,  and  the  importance  of  a  straight  shaft  and  alignment  of 
bearings  and  friction,  are  met  with  by  necessity.  In  many  ways 
the  value  of  good  mechanical  adjustment  is  made  impressive. 

Special  attention  is  given  to  working  drawing  in  connec- 
tion with  this  work,  the  aim  being  to  teach  it  as  the  language 
for  expressing  ideas  of  exact  mechanical  relations  and  opera- 
tions, the  year's  work  focussing  and  culminating  the  occasional 
work  in  the  drawing  of  previous  years. 

OUTLINE  OF  THE  STUDY 
I.     WATER  POWER: 

1.  Historical  sketch:  primitive  uses  and  types  of  water 

wheels;  later  developments;  effects  of  invention 
of  the  steam  engine ;  modern  uses. 

2.  The  physics  of  water  power:  the  main  points  in  the 

dynamic  action  of  water. 

II.     THE  WATER  WHEEL.    Its  mechanics,  design,  and  construc- 
tion. 

1.  Classes  and  kinds  of  water  wheels  as  determined  by 

the  manner  in  which  the  water  acts  upon  them; 
explained  and  illustrated. 

2.  Problems  of  design: 

(a)  The  size  of  the  wheel,  as  affecting  speed,  force, 
or  pull,  and  finally  power;  actual  tests  with 
wheels  giving  data  for  these  considerations; 
drawing  problems;  laying  out  of  simple  mo- 
tions; lines  of  action;  value  of  centre  and 
working  lines,  etc. 

(&)  Number  of  buckets  for  best  mechanical  action. 

(c)  Form  of  buckets;  tests  made  of  different  forms 
for  values. 

(d)  Size  of  jets  as  bearing  upon  power. 

13 


(e)  The  measure  of  power;  h.  p.  equivalent,  actual 

power  of  operating  wheels. 
(/)  The  wheel  case,  bearings,  shaft,  pulleys,  etc. 
3.  The  drawing,  construction,  and  tool-work. 

III.  OTHER  POWER  MACHINES: 

The  windmill,  steam  engine,  electric  motor,  hot  air 
engines.  The  main  facts  and  principles  of  these 
machines  are  presented  from  working  models, 
apparatus,  diagrams,  and  illustrative  matter. 

IV.  SPECIAL  MACHINES: 

Upon  completion  of  their  water  wheels,  pupils  are  given 
the  opportunity  of  inventing  some  machine  which 
can  be  driven  by  their  water  wheel ;  or  they  may 
select  and  make  such  a  machine  from  several 
prepared  designs. 


In  this  grade,  a  change  is  made  in  the  subject  matter  and 
method  of  the  work  in  consequence  of  marked  changes  which 
it  is  necessary  to  recognize  in  the  pupils  at  this  period  of  life. 
A  change  is  made  from  the  industrial-mechanical  studies  of  the 
preceding  years  to  studies  concerned  with  the  home  and  its 
furnishings.  Special  attention  is  given  to  the  art  and  construc- 
tive sides  of  cabinet  designs.  Pupils  invent  their  designs  in  the 
art  department  and  afterwards  go  to  the  shop  to  work  out  their 
ideas  in  wood. 

To  meet  the  needs  of  two  types  of  students  which  will 
inevitably  appear  in  a  class  of  this  age — the  mechanically  en- 
dowed and  the  non-mechanically  endowed — two  forms  of  manual 
work  are  offered — elementary,  cabinet  work  and  printing. 

OUTLINE  OF  CABINET  WORK 

(ACCORDING  TO  THE  PRESENT  METHOD  FOR  THIS  GRADE) 
ELEMENTS  OF  CABINET  CONSTRUCTION  AND  DESIGN. 

Pupils  work  part  time  in  the  shop  and  part  time  in  the 
art  department. 

14 


Problem  i.  Type  project  of  the  box  order  of  construction, 
such  as  letter-case,  stationery  holder,  book- 
rack,  foot-stool. 

(a)  Construction    and    technique    involved.      The 

grain  of  wood  and  its  demands  in  structure 
as  to  strength,  shrinkage,  swelling,  warping, 
etc. 

Mechanics  of  structure. 
The  binding  and  bracing  elements  of  join- 
ery.   Joints  suitable  for  the  particular  pro- 
ject selected. 

Technical  methods. 

System  and  order  in  organizing  work;  get- 
ting out  stock  to  size;  making  and  cutting 
joints ;  cutting  outline  forms ;  tools  used, 
their  construction  and  mechanics. 

(b)  Design  involved. 

Base  and  other  structural  features  and  their 
decorative  treatment;  outline  modifications 
with  principles  involved. 

Problem  2.  The  Picture  Frame. 

(a)  Construction  and  technique.     Rabbeting,  plan- 

ing, moulding  joints  suitable  for  frames,  cut- 
ting, setting  up,  finishing;  tools  used,  their 
mechanics  and  construction. 

(b)  Design  involved.    The  function  of  the  frame 

as  a  protection  to  and  a  setting  for  the  pic- 
ture; the  demand  of  environment;  the  de- 
mands of  the  picture,  as  to  texture  of  wood, 
color,  width  and  style  of  moulding,  proper 
use  of  the  mat.  Pupils  are  to  determine  the 
requirements  of  a  frame  for  a  definite  and 
individual  picture. 

Problem  3.  Type  project  of  the  small  frame  construction 
order,  such  as  a  framed  stand  or  stool. 

15 


(a)  Construction  and  technique  involved.  Frame 
construction  and  joining;  the  mortise  and 
tenon  plain,  keyed,  and  pinned. 

DESCRIPTION  OF  PRINTING  WORK 

The  study  is  taken  up  from  the  educational  or  cultural  side, 
but  the  importance  of  the  technicalities  of  the  study  are  not 
overlooked.  Short  talks  giving  an  inkling  into  the  history  of 
printing  are  given,  and  reference  is  made  to  the  early  efforts 
of  Guttenberg,  Caxton,  and  Franklin. 

Practice  in  composition,  imposition,  presswork,  and  distri- 
bution is  furnished  by  work  for  school.  This  includes  spelling 
lists,  blanks,  labels,  school  festival  programs,  a  school  calen- 
dar, and  a  school  magazine.  This  work  is  closely  correlated 
with  the  English  work,  giving  an  opportunity  for  fine  practice 
in  spelling,  punctuation,  etc. 

Short  talks  are  also  given  on  the  processes  of  making  zinc 
cuts,  half  tones,  and  chalk  plates,  and  on  special  machines,  as 
the  linotype,  and  the  monotype.  Opportunity  is  given  for  doing 
small  jobs  involving  zinc  etching,  chalk  plates,  and  wood  cut 
processes.  To  observe  printing  in  its  social  and  industrial  re- 
lations, excursions  are  made  to  typical  establishments. 

Mechanic-Arts  Course  in  the  High  School 

Distinction  is  given  to  the  forms  and  practices  of  manual 
training  in  the  High  School  because  of  the  following  consid- 
erations : 

The  high  school  age  is  the  period  when  youth  approaches 
adult  life, — physically,  mentally,  and  socially. 

(i)  Physically,  it  meets  certain  definite  needs  of  this 
period  of  rapid  growth  and  development,  in  that  it  occupies  a 
place  between  the  purely  physical  health  work  on  the  one  hand, 
and  the  purely  intellectual  work  on  the  other,  and  demands  a 
union  of  the  two  in  the  deft  and  skillful  play  of  the  muscles 

16 


upon   the   images  of   the   mind,   thereby   developing  them   into 
realities  of  practical  achievement. 

(2)  Mentally,  aside  from  the  subject  matter  with  which 
the  manual  arts  are  concerned,  there  is  the  imagery  of  and 
touch  with  real  and  concrete  things  in  their  mechanical  and  con- 
structive relations  which  play  no  small  part  in  saving  the  high 
school  student  from  entering,  at  all  too  early  an  age,  upon  a 
purely  mental  diet. 

(3)  Socially,  the  manual  work  is  significant  at  this  period 
in  that  it  gives  a  greater  degree  of  democracy  to  the  school's 
work  and  interests.     It   introduces  the   student  to  the  labor, 
works,  and  standards  of  the  adult  mechanic  and  craftsman  at  a 
time  when  most  influences  are  away  from  these  fields  of  human 
life.  It  meets  certain  important  and  legitimate  vocational  and  avo- 
cational  interests  of  the  pupils  at  this  age.     Vocationally,  the 
mechanic-arts  concern  chiefly,  though  not  solely,  those  students 
who   contemplate   entering  the   engineering  professions.     Avo- 
cationally,  the  manual  arts  concern  every  high  school  student 
who,  possessing  some   faculty  and  inclination   for  tool  crafts- 
manship,  will   gain    something   in   all   round   development   and 
character  by  its  practice. 

Engineering  students  are,  as  a  general  thing,  expected  to 
take  the  mechanic-art  courses  which  underlie  the  engineering  arts. 
Other  students  may  elect  any  of  the  courses  offered,  with  certain 
necessary  restrictions,  and  are  encouraged  to  practice  some  one 
of  these  to  a  greater  degree  of  thoroughness.  Courses  in  con- 
structive drawing  and  design  are  to  be  given  as  supplementing 
the  manual  arts  courses. 

Students  in  the  arts  courses  are  required  to  take  at  least 
one  year  of  drawing. 

FOR  ENGINEERING  STUDENTS 

These  courses  aim  to  give  the  rudiments  in  the  practice  of 
the  several  mechanic-arts  upon  which  modern  industry  and  en- 
gineering is  founded,  and  some  insight  into  the  nature  of  modern 
tools  and  machines. 

17 


FIRST  YEAR — Cabinet  construction  including  joinery  and 
turning;  supplemented  by  a  course  in  drawing  and 
design. 

SECOND  OR  THIRD  YEAR — Alternately — Forging  or  pattern 
making  and  moulding;  machine  drawing  and  design. 

FOURTH  YEAR — Machine  shop  practice. 

CRAFT  COURSES 

ELECTIVE 

The  aim  in  these  courses  is  to  give  a  knowledge  of  and  some 
ability  in  the  practice  of  a  mechanic-art,  which  will  carry  over 
into  adult  life  as  a  permanent  asset  on  its  avocational  side,  giv- 
ing a  continued  interest  in  and  keenness  for  manual  work  on  its 
art  and  craft  side. 

COURSES:  cabinet  making,  with  wood-turning  and  metal 
work  as  supplementary  branches;  forging  and  metal 
work ;  machine  work ;  printing. 

These  courses  should  be  supplemented  with  at  least  one 
year  of  drawing. 

CONSTRUCTURAL  DRAWING 

This  course  presents  drawing  as  the  language  of  the 
mechanic-arts.  It  deals  with  the  principles  upon  which  con- 
structional drawing  is  based  only  to  the  extent  required  to  make 
intelligent  its  practices  and  methods.  These  principles  are 
worked  out  in  connection  with  practical  problems,  which  in  turn 
are  derived,  as  far  as  possible,  from  the  immediate  shop  problems 
of  the  pupil,  the  aim  being  to  acquire  ability,  to  express  ideas 
in  the  language  of  drawing,  rather  than  gain  a  knowledge  of  the 
mathematical  side  of  drawing. 

In  addition  to  this,  constructive  design  is  an  important  fea- 
ture in  the  course.  The  instrumental  work  is  supplemented  by 
considerable  freehand  drawing. 

The  length  of  the  course  for  any  individual  student  depends 
upon  his  needs,  and  varies  from  one  to  three  years. 

OUTLINE  OF  DRAWING 

FIRST  YEAR — All  students:    principles,  practices,  and  tech- 

18 


nique  of  the  working  drawing ;  cabinet  construction  and 
design;  joints,  their  function,  design  and  expression 
by  drawing;  simple  types  of  cabinet  design. 

SECOND  YEAR — Craft  students :  special  types  of  problems  of 
cabinet  design ;  turned  work,  its  uses  and  designs ;  metal 
work;  forging;  cabinet  trim.  Engineering  students: 
elements  of  machine  drawing  and  design. 

THIRD  YEAR — Engineering  students  only:  elements  of  ma- 
chines, kinematics,  gears,  cams,  and  mechanical  mo- 
tions. 

This  gives  the  basis  for  understanding  the  machine 
work  for  the  following  year. 

Normal  Training  Courses 

This  course  might  be  characterized  as  an  apprenticeship 
student  system  or  method  of  training.  The  student  spends  the 
larger  portion  of  his  time  in  the  shops,  observing  and  participat- 
ing in  the  every  day  practice  of  the  manual  work  of  the  school, 
from  the  Kindergarten  through  the  High  School.  In  this  way, 
he  gradually  acquires  an  insight  into  the  points  of  view  of  both 
the  pupil  and  the  teacher.  Every  phase  of  the  work  is  open 
to  the  student's  inspection.  The  teachers  in  charge  meet  all 
questions  openly,  and  take  the  students  into  their  confidence 
relative  to  the  problems  and  difficulties  that  are  encountered,  and 
the  efforts  to  overcome  them.  One  of  the  effects  of  this  method 
is  an  absorption  of  a  mass  of  seemingly  minor  elements,  which 
are,  however,  of  great  importance  in  bringing  to  maturity  their 
judgment  and  feeling  for  the  work.  The  greatest  result  to  be 
obtained  from  this  contact  with  the  every  day  work  of  the  classes 
is  the  sound  basis  that  it  assures  for  the  theoretical  studies  which 
are  necessary  in  an  adequate  professional  training.  It  gives  to 
the  formal  study  of  psychology  a  background  of  experience  and 
observation  that  is  invaluable.  All  observation  and  work  in 
classes  is  supplemented  by  a  conference  course  which  directs  atten- 

'9 


tion  to  the  factors  and  problems  of  significance.  Also  in  the 
courses  in  the  history  of  education,  mechanic-arts  theory,  and 
general  and  special  mechanic-arts  methods,  the  observation  and 
practice  work  with  the  regular  shop  classes  of  the  school  give  a 
substantial  basis  for  a  vital  and  real  comprehension. 

OUTLINE  OF  NORMAL  COURSES 

COURSE  i.  This  course  requires  two  years  and  leads  to  the 
diploma  for  teaching  mechanic-arts  in  the  elementary  school. 

OBSERVATION  AND  PRACTICE 

During  the  first  year  greatest  emphasis  is  laid  upon  the  obser- 
vation of  and  practice  with  the  regular  children's  classes.  The 
shop  technical  practice  of  the  normal  student  is  largely  with 
these  classes  for  reasons  given  above,  and  in  addition,  that  the 
ground  work  and  technique  of  shop  practice  may  first  be 
acquired  from  the  point  of  view  of  the  child. 

In  the  second  year,  the  student  takes  such  shop  practice  in 
joinery,  cabinet  work,  and  other  mechanic-arts  as  the  needs  of 
the  individual  dictate,  in  order  to  complete  his  technical  training. 
In  addition  the  student  is  required  to  work  out  original  problems 
in  connection  with  the  regular  work  of  the  grades  and  as  a 
part  of  his  second  year's  thesis. 

PRACTICAL  WORK 

1.  SHOP  PRACTICE. 

First  Year:  work  and  observation  in  Grades  I  to  VIII  in- 
clusive. Three  hour  course  in  technical  wood  work. 

Second  year:  cabinet  making;  wood  turning;  thesis  prob- 
lem. Electives:  printing;  forging;  pattern  making,  and 
moulding;  machine  shop  practice.  Open  to  either  first 
or  second  year  student,  as  the  individual  needs  and 
programs  may  allow. 

2.  DRAWING,  DESIGN  AND  ART. 

Mechanical  Drawing:   work  is  given  to  cover  the  elements 

20 


of  constructive  and  working  drawing,  and  perspective, 
cabinet,  architectural,  and  machine  drawing. 

Freehand  Drawing:  practice  in  connection  with  all  shop 
work,  drawing,  and  design  courses. 

Special  Course:  half-year  instruction  given  in  object  and 
illustrative  sketching  on  paper  and  blackboard  suitable 
for  manual  training  practice. 

Design  and  Art:  observation  and  practice  work  with  Grade 
VIII  relative  to  shop  problems. 

In  Conferences  and  in  the  mechanic-arts  theory  course  con- 
sideration is  given  to  the  art  element  in  manual  work. 

Special  Course:  half-year  in  constructive  and  applied  design. 

3.  SPECIAL  FORMS  OF  MANUAL  WORK. 

Domestic  art,  domestic  science,  clay  modeling.  Short 
courses  are  required  in  these  forms  of  hand  work  to  give 
some  experience  in  and  appreciation  for  the  field  of  hand 
work  outside  of  the  mechanic-arts.  The  course,  how- 
ever, does  not  contemplate  a  preparation  to  teach  these 
forms  of  work. 

THEORY  AND  CONFERENCES 

1.  Manual  Training  Theory:  one  year;  two  hours  weekly,  re- 

quiring intensive  study;  reports,  papers,  and  general  read- 
ing on  the  several  important  phases  of  manual  training,  as 
an  educational  factor. 

2.  Manual  Training  Practice:  one  year;  two  hours  weekly;  con- 

ferences to  review  and  clarify  the  students'  observations 
and  experiences  in  regular  shop  classes,  and  studies  in  the 
content,  form,  economy,  and  organization  of  manual  train- 
ing practices;  the  study  of  models,  projects,  and  practice 
teaching;  original  work  and  theses. 

3.  Methods  of  Teaching  Mechanic-Arts:   one  year;  one  hour 

weekly;  intensive  study;  reading;  written  work  and  class 

21 


discussion  upon  the  problems  and  devices  in  mechanic- 
arts.  Practice  teaching  is  related  to  this  course. 

4.  Theses:  in  the  second  year  the  student  is  required  to  work 

out  complete  in  both  its  theoretical  and  practical  aspects 
some  original  study  relating  to  the  conduct  and  practice  of 
mechanic-arts  in  schools. 

5.  Special  conferences  with  the  heads  of  other  departments  may 

be  arranged  to  assist  and  give  advice  as  the  need  arises. 

6.  General  courses  required  of  all  students: 

Psychology:   two  periods  a  week,  one  year. 

History  and  Principles  of  Education:  two  periods  a  week, 

one  year. 
General  methods:  two  periods  a  week,  one  year. 

ADVANCED  STUDENT  COURSE 

This  course  is  offered  to  teachers  of  some  experience,  who, 
in  increasing  numbers,  are  coming  to  recognize  the  value  of  a 
period  of  recreative  and  constructive  work  and  study. 

It  is  the  aim  to  provide  conditions  and  a  freedom — not  pos- 
sible when  professionally  employed — to  gain  a  larger  perspective 
of,  and  to  work  out  to  greater  clearness  and  completeness,  some 
of  the  pressing  problems  of  their  work.  There  is  a  special  need 
for  this  kind  of  work  in  regard  to  manual  training. 

For  admission  to  this  course  it  is  required  that  the  student 
give  evidence  of  fitness  and  ability  to  do  substantial  advanced 
work.  It  requires  that: 

1 .  The  student  shall  undertake  to  investigate  and  work  out 

to  greater  clearness  some  problem  of  manual  train- 
ing, theoretically,  practically,  or  on  both  aspects 
combined. 

2.  The  student  shall  work  with,  and  observe,  classes  with 

which  his  special  problem  is  concerned. 

3.  The  progress  and   development  of  the  work   shall  be 

paralleled  by  a  conference  course  with  the  head  of 
the  department. 

22 


3  1158  01254  9985 


A     000  085  731 


4-  The  study  undertaken  by  the  student  shall  be  formu- 
lated and  in  shape  for  publication  by  the  end  of  the 
year.  (Publication  not  required.) 

ELECTIVE  WORK 

1 .  The  student  may  take  up  any  line  of  shop  work,  pro- 

vided there  are  regular  classes  in  practice. 

2.  The  student  may  join  the  conferences  of  the  Elemen- 

tary Course. 

3 .  The  student  may  take  up  any  of  the  studies  enumerated 

under  the  two-year  Normal  course. 

4.  The  student  may  take  subjects  in  other  departments  of 

the  School,  if  practical  arrangements  permit 


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